act mastery sample, 2016-17

North LouisianaIn North Louisiana, we look at the results of a total of 109 students at two sites: Ouachita Parish High School and West Ouachita High School. The weighted mean composite score at these sites was 15.6 on the pre-test and 18.6 on the post-test, reecting an increase of 3.0.

Ouachita Parish High School serves approximately 1,225 students in Monroe. Of these students, 27% are eligible for free or reduced lunch.The school oered three ACT Mastery courses, and 75 students participated, with a teach-er-to-student ratio of 1:25.

Pre-Test Composite Score: 15.3Post-Test Composite Score: 18.0

West Ouachita High School serves approximately 1,067 students in West Monroe. Of these students, 16% are eligible for free or reduced lunch.The school oered two ACT Mastery courses, and 34 students participated, with a teacher-to-student ratio of 1:17.

Pre-test Composite Score: 16.3Post-Test Composite Score: 19.8

West Ouachita Parish High SchoolOuachita Parish High School

+2.7 +3.5

Summary and Conclusion

In-school semester-long courses led by MasteryPrep instructors using MasteryPreps ACT Mastery curriculum can increase the mean composite ACT scores of participating students by one to four points. Among the 10 schools analyzed in this report, the weighted mean change in student composite ACT outcomes was +2.6. Despite the remedial score ranges of many of the 404 students examined in this report, and despite the wide geographical and demographic dierences between the 10 school sites, all sites showed consistent progress.

20.0

19.0

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15.0

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10.0Bonnabel

Mean Pre-Test and Post-Test Scores, by School Fall 2014

JohnEhret

McKinley Mentorship BreauxBridge

Jeanerette SamHouston

WestLake

Ouachita Parish

WestOuachita

Pre-Test Post-Test

A School-Based ACT Prep InitiativeMasteryPrep partnered with Dayton Public Schools to provide in-person ACT preparation services to 118 students at four high schools sites during the spring 2015 semester.

Dayton Public Schools Background InformationDayton Public Schools is an urban district serving approximately 14,000 students at its 27 schools. The districts graduation rate is 72%. The percent of families certied to receive free and reduced price meals qualies the district to provide free breakfast and lunch to all students.

Course ContentInstructors used MasteryPreps ACT Mastery curriculum for course content. The course includ-ed practice tests, remedial lessons designed to improve student mastery of fundamental con-tent, and a review of test-taking strategies.

Data SourceStudents participating in this initiative were administered a full-length retired ACT test as a pre-test. This was followed by an actual full-length ACT administration as a posttest at the end of the course.

Summary of Results

In this report, we highlight results from four school sites with a sucient level of program implementa-tion delity from a cross-selection of score ranges and demographics. The purpose of this analysis is to determine the possible results of using MasteryPreps ACT Mastery course in an after-school setting.

Pre-Test SummaryAt the four sites that are the focus of this report, the average ACT score of the 118 participating students ranged from 13.3 to 18.0, with a weighted mean ACT score of 15.3. According to pre-test data, the cohort of students at the four sites ranged in relative national performance from the 7th to the 36th percentile.

Post-Test SummaryThe average post-test scores of the 118 partici-pating students at these sites ranged from 16.2 to 21.7, with a weighted average of 18.4. Accord-ing to post-test data, the cohort of students ranged in relative national performance from the 23rd to the 62nd percentile.

The weighted mean change in student performance was +3.1.

Delivery ModelMasteryPrep personnel delivered six 2-hour after-school ACT prep classes and one 6-hour in-school ACT Boot Camp class at four Dayton Public School high schools. Nearly all of the participating students were juniors. To encourage after-school participation students were provid-ed food and bus tokens for transportation. Students who participated received a voucher provided by the district to take the ACT adminis-tered on April 18, 2015, or June 13, 2015, for free. MasteryPrep instructors coordinated close-ly with school ocials and stakeholders through-out the course.

Dunbar High School serves approximately 481 students in Dayton. Of these students, 100% are considered economically disadvantaged.The school oered the ACT Mastery program, and 40 students participated, with an average teach-er-to-student ratio of 1:20.


Stivers School for the Arts serves approximately 881 students in Dayton. Of these students, 100% are considered economically disadvantaged.The school oered the ACT Mastery program, and 37 students participated, with an average teach-er-to-student ratio of 1:19.


Dunbar High School Stivers School for the Arts

Meadowdale High School serves approximately 614 students in Dayton. Of these students, 100% are considered economically disadvantaged.The school oered the ACT Mastery program, and 17 students participated, with an average teach-er-to-student ratio of 1:9.


Thurgood Marshall High School serves approximate-ly 653 students in Dayton. Of these students, 100% are considered economically disadvantaged.The school oered the ACT Mastery program, and 24 students participated, with an average teach-er-to-student ratio of 1:12.


Meadowville High School Thurgood Marshall High School

MasteryPreps ACT Mastery curriculum led by MasteryPrep instructors can increase the mean compos-ite ACT scores of participating students by one to four points. Among the 4 schools analyzed in this report, the weighted mean change in student composite ACT outcomes was +3.1. Despite the remedial score ranges of many of the 118 students examined in this report and the short format of the program, all 4 school sites demonstrated consistent progress.

+2.3 +3.7

+2.6 +3.8Summary of Results

act mastery sample, 2016-17

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